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THE ROLE OF THE TARGET LANGUAGE IN SOCIAL IMMERSION OF HAITIAN IMMIGRANTS IN CHILE AND EDUCATORS' BELIEFS ABOUT ITS TEACHING AND LEARNING*

The role of the target language in social immersion of haitian immigrants in chile and educators’ beliefs about its teaching and learning

dc.creatorToledo, Gloria
dc.creatorCerda-Oñate, Karina
dc.creatorLizasoain, Andrea
dc.date2023-02-13
dc.date.accessioned2023-05-09T18:34:51Z
dc.date.available2023-05-09T18:34:51Z
dc.identifierhttp://ediciones.ucsh.cl/ojs/index.php/lyl/article/view/3093
dc.identifier10.29344/0717621X.46.3093
dc.identifier.urihttps://revistaschilenas.uchile.cl/handle/2250/225458
dc.descriptionChile has received massive waves of immigration in a relatively short time, notably from Haiti. These migratory movements have highlighted the lack of preparation of Chilean public schools to incorporate young people from Haiti, or other non-Spanish-speaking students, into the educational system. The creation of public policies to address the teaching of Spanish as an additional language in school would help these adolescents achieve a higher level of academic and socio-cultural integration; however, there is resistance among teachers, administrators, and education scholars on this point. In this article, we aim to show how these resistances stem from a lack of consideration regarding what the teaching and learning of an additional language truly implies.en-US
dc.descriptionChile has received massive waves of immigration in a relatively short time, notably from Haiti. These migratory movements have highlighted the lack of preparation of Chilean public schools to incorporate young people from Haiti, or other non-Spanish-speaking students, into the educational system. The creation of public policies to address the teaching of Spanish as an additional language in school would help these adolescents achieve a higher level of academic and socio-cultural integration; however, there is resistance among teachers, administrators, and education scholars on this point. In this article, we aim to show how these resistances stem from a lack of consideration regarding what the teaching and learning of an additional language truly implies.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherUniversidad Católica Silva Henrí­quezes-ES
dc.relationhttp://ediciones.ucsh.cl/ojs/index.php/lyl/article/view/3093/2751
dc.rightsDerechos de autor 2023 Literatura y Lingüísticaes-ES
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0es-ES
dc.sourceLiteratura y Linguí­stica; No. 46 (2022): Literatura y Lingüística; 427-442en-US
dc.sourceLiteratura y Lingüística; Núm. 46 (2022): Literatura y Lingüística; 427-442es-ES
dc.source0717-621X
dc.source0716-5811
dc.subjectSpanish as an additional languageen-US
dc.subjectpublic schoolen-US
dc.subjectimmigrant studentsen-US
dc.subjectsociocultural immersionen-US
dc.subjectimmigrant studentses-ES
dc.subjectpublic schooles-ES
dc.subjectsocio-cultural immersiones-ES
dc.subjectSpanish as an additional languagees-ES
dc.titleTHE ROLE OF THE TARGET LANGUAGE IN SOCIAL IMMERSION OF HAITIAN IMMIGRANTS IN CHILE AND EDUCATORS' BELIEFS ABOUT ITS TEACHING AND LEARNING*en-US
dc.titleThe role of the target language in social immersion of haitian immigrants in chile and educators’ beliefs about its teaching and learninges-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typenotases-ES


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